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dc.contributor.authorKIPUST, PHILIP JOSEPH
dc.date.accessioned2018-07-12T18:15:29Z
dc.date.available2018-07-12T18:15:29Z
dc.date.issued1983
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3327.
dc.identifier.urihttps://yulib002.mc.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:8404978
dc.identifier.urihttps://hdl.handle.net/20.500.12202/2892
dc.description.abstractThis study compared Hasidically educated boys and girls, in grades 9 and 11, for moral development and self-concept. It also attempted to determine if any differential effect on the level or stage sequence of moral development was exhibited by this cultural group. Two issues dealt with were the sexual aspects of Kohlberg's theory and women's status in Orthodox Jewish education and tradition.;The sample, 125 boys and 160 girls, attended six Yeshiva high schools in Boro Park, Brooklyn, New York. Three research instruments were administered: the Ethical Reasoning Inventory (ERI), to measure moral reasoning; the Piers-Harris Children's Self-Concept Scale (PHCSCS); and the Otis-Lennon Mental Ability Test (OLMAT), to measure intelligence. Non-parametric statistical procedures were utilized to analyze the data.;Findings and Conclusions. (1) A significant correlation (P < .01) was found between moral development and grade level. (2) The moral development scores of the girls were significantly higher than those of the boys for the overall sample and for the 9th grade level. No significant differences were found at the 11th grade level. (3) No significant differences were found in the self-concept scores between the boys and girls although the 11th grade girls scored higher than the 11th grade boys. (4) There was a positive correlation (P < .01) between self-concept and moral development for the overall sample and the 11th grade males. (5) The correlation between self-concept and moral development was higher for the 11th grade boys than for the 11th grade girls. (6) There was a significant correlation between moral development and intelligence (P < .001) and between self-concept and intelligence (P < .05).;The findings supported the "Stage sequence" and "Universality" aspects of Kohlberg's theory and showed that no special differential effect was exhibited by this cultural group. It also supported the contention of the Orthodox Jewish leaders that the status of women in their community, as reflected by their self-concept and moral development scores, is on par with that of the men. Also included are suggestions for modifying Kohlberg's stage model.
dc.publisherProQuest Dissertations & Theses
dc.subjectEducational psychology.
dc.titleMORAL DEVELOPMENT AND SELF-CONCEPT OF HASIDIC ADOLESCENT BOYS AND GIRLS (NEW YORK)
dc.typeDissertation


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